Community College Articulation Agreement Websites: Students' Suggestions for New Academic Advising Software Features
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Purpose: Community college counselors and students use articulation agreement websites to (a) learn how community college courses will transfer and fulfill university requirements and (b) develop an academic plan to prepare to transfer. Compared to universities that do not have them, universities that do have articulation agreements provide more transparency about course transfer. However, the literature displays conflicting results on whether articulation agreements improve transfer-related outcomes; perhaps one contributor to these conflicting research results is the subpar user experience of articulation agreement reports and the websites that host them. Approach: Accordingly, we surveyed and interviewed California community college transfer students to gather their suggestions for new academic-advising-related software features for the ASSIST website. ASSIST is California's official centralized repository of articulation agreement reports between public California community colleges and universities. We analyzed the open-ended survey and interview data using structural coding and thematic analysis. Findings: We identified four themes around students' software feature suggestions for ASSIST: (a) features that automate laborious academic advising tasks, (b) features to reduce ambiguity with articulation agreements, (c) features to mitigate mistakes in term-by-term course planning, and (d) features to facilitate online advising from counselors and student peers. Originality: Our research builds on the scant literature on incorporating education technology into articulation agreements. Furthermore, some of the suggested academic-advising-related software features (and their underlying pain points) are novel and have not been discussed before in prior research.
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